Federated Domains

This dataset contains the official listing of all public educational organizations in Connecticut as of April 2, 2019. Data elements include district name, school name, organization type, organization code, address, open date, interdistrict magnet status and grades offered.

Included data are collected by the CT State Department of Education (CSDE) through the Directory Manager (DM) portal in accordance with Connecticut General Statute (C.G.S.) 10-4. This critical information is used by other data collection systems and for state and federal reporting.

Connecticut’s Next Generation Accountability System is a broad set of 12 indicators that help tell the story of how well a school is preparing its students for success in college, careers and life. The new system moves beyond test scores and graduation rates and instead provides a more holistic, multifactor perspective of district and school performance and incorporates student growth over time.

This dataset contains the 2013 four-year cohort graduation rates by school.
The Connecticut State Department of Education (CSDE) introduced the four-year cohort graduation rate with the graduating class of 2009. This approach was created when Connecticut and 49 other states signed an agreement with the National Governors’ Association to develop a uniform system for tracking students. The four-year cohort graduation rate is calculated by tracking an individual cohort, or group of students, from their initial entrance into Grade 9 through to graduation. The four-year cohort graduation rate represents the percentage of students who earn a standard high school diploma within four years. The calculation uses individual student-level data from the state's Public School Information System (PSIS) that school districts submitted and superintendents certified.

Notes:
Double plus symbol (††) denotes not applicable;
Asterisk symbol (*) denotes fewer than six in a cohort is suppressed;
Out-placed students are counted only in district graduation calculation;
Row percentages may not add to 100 percent because of rounding;
District graduation rates may not be the same as the average of the graduation rates of the number schools in that district because of out-placed students.

Chronic absenteeism is defined as missing 10 percent or more of the days enrolled in a school year for any reason. Commonly reported aggregate attendance measures such as average daily attendance in many instances do not adequately highlight the extent of student absenteeism. This dataset contains aggregate chronic absenteeism rates at the overall district level and by selected student subgroups. Percentages are presented where the cell statistic is representative of 20 students or more; where the cell statistic is representative of fewer than 20 total students the cell is suppressed and an asterisk is displayed. National research1 as well as Connecticut education data2 highlight the association of chronic absenteeism to student academic achievement and high school graduation. Chronic absenteeism is also a key metric in the Department of Education’s school turnaround initiatives (i.e., Alliance Districts and Commissioner’s Network schools).

This dataset contains K-12 special education prevalence rates by district for school years 2008-09, 2009-10, 2010-11, 2011-12, 2012-13 and 2013-14. Prevalence is included for each disability type as well as overall special education. The overall special education prevalence is calculated by dividing the number of students with disabilities in a district by the total number of students in the district. Prevalence for individual disability types is calculated by dividing the number of students with the specific disability in a district by the total number of students in the district. Note: The category of Other Disability includes disabilities of Hearing Impairment, Visual Impairment, Orthopedic Impairment, Deaf/Blindness, Multiple Disabilities, Traumatic Brain Injury, and Developmental Delay.

This dataset contains the school classifications, school performance indices (SPIs), and SPI target attainment status for 2012-13 for all schools that administered the Connecticut Mastery Test (CMT). It also includes school classifications assigned to elementary/middle schools with non-tested grades. These data were published in the School Performance Reports released by the CT State Department of Education (CSDE) in December 2013 (see http://www.csde.state.ct.us/public/performancereports/20122013reports.asp)

Note: Target attainment status says “n/a” if there is no 2012-13 SPI target or if there is no 2012-13 SPI, which happens when there are small N sizes for a particular subgroup or subject.